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WORLD LANGUAGES CURRICULUM MAP 2016-2017

Spanish - Level 1

Course Number: 0708340


Spanish 1 Novice Low-Mid

Preliminary Unit-Primeros Pasos

Santillana Text Book, Workbook, Online Activities PACING: Quarter 1 Weeks 1-6

OBJECTIVES: • Spell and pronounce Spanish words. • Say someone’s name and give your name. • To greet and say goodbye • Use expressions of politeness. • Name objects in your classroom. • Learn classroom phrases. • Ask questions. • Say the day and the date. • Understand and set up the Spanish calendar • Talk about school subjects and say the time. • Talk about the weather and the seasons. • Know where Spanish is spoken.

ESSENTIAL QUESTION(S): (These will become presentational speaking and writing assessments for the unit) ¿Cómo te llamas? ¿De dónde eres? ¿Cuántos años tienes? ¿Cómo se dice__________ en español? ¿Qué dia es hoy (mañana)? ¿Cuál es la fecha de hoy (mañana)? ¿Cuándo es tu cumplaños? ¿Cuándo tienes la clase de __________________? ¿Qué hora es? ¿A qué hora empieza __________________? ¿A qué hora es __________________? ¿Qué tiempo hace? ¿Cuál es tu número de teléfono?

Structure: subject pronouns, ser, adjective agreement, tener Vocabulary: physical characteristics, family, feelings, numbers, Culture: Sport, Frida Kahlo, Voladores de Papantla

LANGUAGE SKILLS

LEARNING TARGETS NGSSS BENCHMARKS

RESOURCE MATERIALS

Listening Speaking Writing

• Recognize sounds. • Identify written words based on their

pronunciation. • Understand oral instructions. • Obtain information from an oral exchange. • Obtain information from a conversation. • Play oral word games. • Introduce yourself to a classmate. • Use appropriate greetings at a given time of

day. • Ask question of classmates and answer their

questions. • Give commands or instructions. • Give commands or instructions to be carried

out by an audience • Explain weather conditions • Talk to a partner about the weather • Write a dialogue, a class schedule. • Make a list. • Take notes. • Make a class birthday calendar • Write and present a skit.

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Textbook Activities • 1 • 2 • 14 • 21 • 25

• 2, 13 • 5 • 6, 8 • 10,16,21,29 • 15 • 15 • 28 • 29 • 7, 27 • 11, Estrategias

aprendizaje 1 • R2* • 21

LANGUAGE SKILLS


RESOURCE MATERIALS

Reading Culture

Writing

• Understand the general meaning of a text • Understand written expressions • Interpret art work, diagrams,/or graphic

organizers • Infer the significance of graphic organizers • Discover differences in syntax between

Spanish and English. • Discover the way days are organized in a

Spanish calendar. • Greetings and introductions. • Saying goodbye and common courtesies. • Write and present a skit. • Write a dialogue a class schedule. • Make a list. • Take notes. • Make a class birthday calendar.

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• 5, 26 • 14, 15 • 23, • Estrategias

aprendizajes 2 • 7 • 7, 27 • Estrategias

aprendizaje 1 • R2 • 21

Course Number: 070834 Spanish I Novice Low-Mid UNIT 1: Mexico THE FAMILY

Santillana Textbook, Workbook, Online Activities PACING: Qtr. 1, weeks 7-9 Qtr. 2, weeks 1, 2

OBJECTIVES: • Introduce themselves and others. • Describe themselves as well as other people. • Say how they feel, and talk about family relationships. • Express one’s age and ask for the age of others. • To formulate questions. • Understand and talk about some cultural aspects of life in Mexico.

ESSENTIAL QUESTION(S): (These will become presentational speaking and writing assessments for the unit) ¿Cómo es _____________? ¿Cómo son _______________? ¿Cómo estás? ¿Cómo está _____? ¿Quién es _____________? ¿Cómo se llama …. (el abuelo de _____? ¿Cuántos años tienes? ¿Cuántos hermanos tienes? ¿Tienes mascotas?

LANGUAGE SKILLS


RESOURCE MATERIAL: TemS

Speaking Reading

• Introduce group members. • Describe people. • Interview a classmate. • Ask and answer about family relationships. • Ask and answer about feelings. • Interpret artwork. • Describe your or a classmate’s family tree. • Act out a short skit aloud. • Present biographical and interpretive

information about an artist and artwork. • Understand simple text that describes

people. • Obtain personal information from a text. • Understand brief written exchanges. • Obtain literal information from a narrative or

informational text. • Use the context in order to complete a text. • Infer meanings based on a text. • Understand cultural texts using cognates as

reading strategy. • Read and interpret art.

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LANGUAGE SKILLS


RESOURCE MATERIAL:

SSSS Writing Listening

• Write a blog, e-mail, or letter to introduce oneself.

• Write a conversation. • Write and present descriptions about

oneself and others. • Summarize a classmate’s answers. • Prepare a poster about a cultural element. • Understand questions and respond

appropriately. • Understand simple descriptions of people. • Understand other people’s personal

information • Obtain information from a conversation. • Understand expressions related to

emotions. • Interpret audio and video about culture.

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• 8, 45, 74, 97 • 26, 51, 77, 96, 99, 101 • 38, 39, 48, 76 • 73, 75, 86 • 14, proyecto • 50, 70, 72, 75, 81, 86,

91, 94, 95 • 13, 25, 27, 33, 39, 44,

49, 50, 73, 99 • 7, 11, 18, 22, 25, 29,

37, 47, 54, 84, 92 • 74, 98 • 89 • Tu desafío, videos

LANGUAGE SKILLS

LEARNING TARGETS

NGSSS BENCHMARKS

RESOURCE MATERIAL:

Culture Connections:

• Recognize and distinguish the different forms of saying hello and goodbye, and courtesies in Hispanic culture.

• Understand the importance of a Quineañera in México.

• Obtain more knowledge about the geographical, historical, and cultural aspects of México.

• Expand knowledge on pre-Columbian culture and rituals such as Teotihuacán and the voladores de Papantla.

3.1 Interdisciplinary connections: • Learn about Mexican geography and

history. • Learn about two renowned Mexican

partners. • Learn about musical traditions in Mexico 3.2 Viewpoints through language/culture: • Discover aspects of Mexican history and

culture through artwork. .

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101, 102, 103. 104. 105, 106, 107, Proyecto

Proyecto

LANGUAGE SKILLS

LEARNING TARGETS

NGSSS BENCHMARKS

RESOURCE MATERIAL:

Comparisons: 4.1 Compare languages: • Recognize cognates. • Analyze and distinguish the

different forms of the word you in Spanish.

• Compare the use of personal pronouns and adjectives in English and Spanish.

• Compare the different ways to express a state of being in Spanish and in English

• Compare the concept of gender agreement.

4.2 Compare cultures: • Compare rational sports • Compare a Mexican artist with

an American artist • Compare the composition and

relationships of Mexican families and American families.

• Compare los Voladores with other indigenous dancers.


9, 35, 46, 56, 61, 100,

LANGUAGE SKILLS

LEARNING TARGETS

NGSSS BENCHMARKS

RESOURCE MATERIAL:

Communities:

5.1 Spanish within and beyond the school setting:

• Create a poster of people in the community with their identifications in Spanish.

• Describe people in the community.

5.2 Spanish for lifelong learning:

• Watch the Mexican soccer team play.

• Listen to a song about a Quinceañera.

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40, 50, 82,

LANGUAGE SKILLS

LEARNING TARGETS

NGSSS BENCHMARKS

RESOURCE MATERIAL:

Communication: 1.1 Interpersonal mode: • Initiate conversation: to say

hello and goodbye. • Make introductions and

identify oneself and others. • Talk with classmates about

physical. • Express temporary emotions,

age, origin of self and others. 1.2 Interpretative mode: • Read, listen, and see

dialogues about greetings and goodbyes, introductions, physical conditions, identifications, and descriptions.

• Listen to dialogues with personal information.

1.3 Presentational mode: • Write and present descriptions

about oneself and others. • Act out a short skit. • Present and describe a

partner’s family member to the class.

• Blog about oneself and a family member.

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Proyecto



UNIT 2: Puerto Rico THE HOUSE

Santillana Text book, Workbook, Online Activities PACING: Quarter 2 Weeks 3-9

OBJECTIVES: • Describe one’s own house. • Express the number and gender of nouns. • Express existence (there is/ there are = hay…) of people and things. • Express location by using Estar en… • Talk about daily activities • Express an obligation by using Tener que… and Hay que + infinitive • Express household chores • Express certain actions using regular –ar, -er, and –ir verbs • Explore the cultural aspects of Puerto Rico ESSENTIAL QUESTION(S): (These will become presentational speaking and writing assessments for the unit) ¿Cómo es _____ (la sala, la casa)? ¿Cuántos _________(dormitories, banos…) hay/ tienes? ¿Con qué frequencia ____________(escribes correos electonicos, sacudes los muebes, paseas el perro…)? ¿Qué hay _______(en la cocina, el dormitorio…)? ¿Qué tienes que hacer en la casa? ¿Dónde esta _____________ (la cama, el armario…)? ¿Dónde estan _________ (las camas, las sillas…)? ¿Quién __________ (corta el cesped, lava los platos…)? ¿Qué sabemos de Puerto Rico?

LANGUAGE SKILLS


RESOURCE MATERIAL

Listening Speaking

• Obtain information from an oral exchange. • Understand a partner’s clues in order to

exchange information • Listen and identify ideas or photos. • Listen and evaluate or interpret the information. • Participate in discussion on a given topic. • Initiate a guessing game with another student. • Discuss photos with a classmate. • Interview students to gather information • Present information or results orally to the

class. • Act out a script or dialogue.

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Textbook activities • 36, 60, 70, 83, 90, 97 • 6, 27, 34, 99 • 2, 10, 17, 25, 35, 54,

57, 68, 77, 89, 93 • 30, 40, 48, 71, 79, 81,

82, 85 • 11, 24, 25, 26, 36, 41,

42, 60, 70, 75, 83, 86, 88, 97, 101

• 27, 34, 56, 99 • 25, 27, 41, 44, 50, 64,

87 • 36, 60, 70, 83, 90, 97 • 49, 60, 85, 100 • 28, 51, 74, 92

LANGUAGE SKILLS


RESOURCE MATERIAL

Writing Reading Culture

• Obtain information from an oral exchange. • Understand a partner’s clues in order to

exchange information. • Summarize or report information • Use context in order to complete a text. • Obtain literal information and make inferences

from a text. • Synthesizing key concepts in a reading

passage. • El Viejo San Juan • La salsa, la esencia de Puerto Rico • El Morro

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• 22, 31, 80 • 49, 73, 91 • 24, 45, 46, 58, 59, 70,

72, 85, 89, 90, 95, 103 • 6, 18, 28, 29, 51, 74, 92 • 94, 96, 102 • Lectura • 97, 98, 99 • 99, 100 • 101, 102, 103



UNIT 3: Guatemala THE CLOTHES

Santillana Textbook, Workbook, Online Activities PACING: Quarter3 Weeks 1-5

OBJECTIVES: • To talk about where to go shopping. • To talk about a schedule and shop hours. • To ask and state where someone is going by using the verb IR=to go (voy a…vas a…) • To express what someone wishes to purchase. • To express likes and dislikes by using Gustar. • To ask and state the location of items in relation to other items. • To describe and compare clothing and footwear. (más…que/ menos…que/ tan…como) • To compare the prices of items • To be able to ask the price of the item. (¿Cuánto cuesta… ¿Cuánto cuestan…) • To use irregular verbs (o-ue) while integrating vocabulary • To explore cultural aspects of Guatemala. ESSENTIAL QUESTION(S): (These will become presentational speaking and writing assessments for the unit) ¿Cuánto cuesta____________? ¿Cuánto cuestan ______________? ¿Cuándo abre ________? ¿A qué hora cierra _________? ¿Adónde vas? ¿Te gusta __________? / ¿Te gustan ___________? ¿Qué llevas en el verano (el invierno/ para la fiesta….)? ¿Cómo es la blusa? ¿Cómo son los pantalones? ¿Dónde está (este/ ese/ aquel) suéter? ¿Dónde están (estas/ esas/ aquellas) blusas? ¿Quién es (mas ____ que/ menos ____ que/ tan ____ como)? ¿Cómo puedes pagar? ¿Con tarjeta? ¿Con dinero en efectivo?

LANGUAGE SKILLS


RESOURCE MATERIALS

Speaking Reading

• Talk to a partner about clothing and/or clothing stores.

• Share options with classmates. • Describe images to a classmate. • Interview a classmate to gather information. • Design and present an original creation. • Display results of an interview. • Understand the role of historical figures in

Guatemala. • Use pictures to infer meanings. • Understand the meaning of a written

document. • Understand cultural texts using cognates as

a reading strategy.

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• 3, 10, 27, 77, 79, 96, R4, Proyecto

• 41, 46, 53, 57, 71 • 49, 95 • 43, 48, 79, 86, 91 • 29, 46, 63, 71, 86, 92,

95, 96 • 43, 86, 91 • 99 • Lectura • 18, 74, 75, Lectura • Fotonovelas, 5 Cs

boxes, Mapa cultural,

LANGUAGE SKILLS


RESOURCE MATERIAL

Writing Listening

• Write a descriptive paragraph. • Make a list based on personal information

and personal knowledge. • Summarize written notes. • Write and present a skit. • Create a written conversation to practice

and present to the classes. • Understand the data being collected in a

survey. • Obtain information from an oral exchange. • Identify the main ideas of an oral text. • Interpret audio and video about cultural

topics. • Obtain information from a conversation or

an oral message.



• 24, 28 • 23, 36, 81, 102 • 18, 48, 56, Lectura • 71, 89, 95 • 24, 63,71,89,92,R4,

Proyecto • 25, 42, 43, 86 • 25, 27, 43, 86 • 17, 62, 80, 93 • Fotonovelas, 9, 33, 78 • 2, 11, 22, 26, 33, 51,

67, 70, 76 • 17, 62, 80, 93

LANGUAGE SKILLS


RESOURCE MATERIAL

Culture • Understand the significance of jade to the Mayas.

• Discover why people may believe in worry dolls.

• Understand the different usages of the word mayor

• Understand the importance of the Chichicastenango market to the indigenous population.

• Understand the value of Guatemalan currency.

• List reasons why the cost of living is lower in Guatemala.

• Describe aspects of the commerce of Guatemala.

• Discover the indigenous population of Guatemala.

• Reflect on the presence of words in one language that have been borrowed from another.

• Reflect on differences in dress due to location.

• Expand knowledge of Guatemalan indigenous dress.

• Learn about Guatemalan cities, singers, and celebrations.


96-102 Proyecto



UNIT 4: Peru THE FOOD

Santillana Text book, Workbook, Online Activities PACING: Qtr. 3, weeks 6-9 Qtr. 4, weeks 1-3

OBJECTIVES: • To use expressions commonly used about meals4 • To express degrees of likes and dislikes. • To say what one wishes to eat and drink at different mealtimes. • To represent quantity in words and phrases. • To express desire or want and preference as well as necessity. • To decide what to buy at specialty food stores • To express who or what receives an action by using direct object pronouns • To identify for whom an action is performed by using indirect object pronouns. • To describe items on a dining table, and actions and expressions related to dining. • To explore cultural aspects of Peru. ESSENTIAL QUESTION(S): (These will become presentational speaking and writing assessments for the unit) ¿Te gusta la leche? ¿Qué te gusta beber? ¿A Tess le gusta el helado de chocolate mucho (poco, bastante…)? ¿Qué quieres comer? ¿Qué prefieres comer o beber para el desayuno (el almuerzo o la cena)? ¿Quién quiere postre? ¿Quiere ud helado o torta? ¿Dónde compras la carne? (La compro en la carnicería.) ¿Quién pone la mesa en tu casa?

LANGUAGE SKILLS


RESOURCE MATERIALS

Listening Reading

Speaking

• Infer meanings based on a conversation or voice messages.

• Obtain information from an oral exchange.

• Infer meanings based on a text. • Understand a general sense of a

partners answers. • Interpret audio and video about cultural

topics. • Determine procedure or personal need. • Understand the key concepts and obtain

information from a written passage. • Understand the main ideas of the text/and

or take notes. • Make inferences from a text and associated

pictures. • Understand cultural text using cognates as

a reading strategy. • Read a supermarket ad and select foods for

certain meals • Share opinions with classmates. • Engage in a conversation with a

classmate. • Interview a classmate to gather

information. • Design and create an original creation. • Display results of an interview. • Talk to a partner about food habits

making inferences from pictures.

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• 16, 22, 33, 35, 39, 47, 57, 61, 73, 85.

• 22. • 25, 33, 37. • 28, 44, 58, 78, 92. • Tu desafío, videos • 31, 82 • 42, 43, Lectura. • 94, Lectura. • 99, • Fotonovelas, mapa

cultural, lectura. • 2, 7, 15, 28, 78, 84

Proyecto. • 2, 44, 52, 74, 89,

Proyecto. • 18, 44, 58, 65. • 45, 95. • 65 • 70, 84, 89.

LANGUAGE SKILLS


RESOURCE MATERIALS

Communication Writing

1.1 Interpersonal Mode • Discuss the challenge for each pair in Peru • Conduct a survey of healthy and favorite

foods. • Interview students to gather information and

chart results • Conduct interviews about kitchen chores

and organize findings • Play a verbal game by adding a new food to

a list of favorites • Write an email

1.2 Interpretive Mode • Listen to a story and answer

comprehension questions. • Demonstrate comprehension by matching,

true, false, fill in the blanks, and /or multiple choice

• Make a descriptive summary of a text. • Write and present a skit. • Write a descriptive paragraph. • Present a menu to a classmate. • Write an email. • Write a rationale to share with

classmates.

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UNIT 5: España THE BODY PARTS

Santillana Textbook, Workbook, Online Activities PACING: Qtr. 4 Weeks 4-9

OBJECTIVES: • To identify the body parts and their basic functions. • To make descriptions using the five senses. • To organize daily hygiene routines. • To use reflexive pronouns. • To talk about physical and emotional conditions. • To discuss basic illnesses, basic remedies, and healthy lifestyle choices. • To give commands and advice. • To express habits. • To explore cultural aspects of Spain. ESSENTIAL QUESTION(S): (These will become presentational speaking and writing assessments for the unit) ¿Te sientes bien o mal? ¿Cómo te sientes? ¿Qué te pasa? ¿Qué te duele? ¿Te duele el brazo (la cabeza, el dedo….)? ¿Cuál es tu sentido favorite? ¿El visual,el tacto, el oido o el sabor? ¿Qué necesitas hacer? ¿Afeitarse? ¿Bañarse? ... ¿Qué prefieres para ducharte? ¿Jabón o gel? ¿Qué prefieres para peinarse? ¿El peine o el cepillo? ¿Cuándo te duchas? ¿Por la mañana o por la tarde? ¿Tienes que ir a la famacía? ¿Dónde tienes que comprar la medicina? ¿Tomas medicamentos? ¿Vas al medico? ¿Tienes gripe (fiebre, un refriado)?

LANGUAGE SKILLS


RESOURCE MATERIAL

Speaking

Writing

• Describe people in visual display to a partner.

• Compare morning routines and hygiene with a partner.

• Discuss and compare responses to a questionnaire with a partner

• Talk about aches and pains with a classmate

• Act out a skit or dialogue • Report findings to the class. • Present an individual or group project. • Share opinions with a group or the class.

• Write health tips or slogans with a partner. • Create a chart to compare a partner’s

answers. • Write a descriptive paragraph or e-mail. • Create an informative and/or decorative

poster.



• 6, 8, 11, 20, 23, 27 • 35, 36, 38, 40, 86,

Proyecto • 65, 66, 70, 72 • 45, 51, 54, 56, 84, R3 • 6, 67, 83, 85, 89 • 19, 36, 62, 74 • 23, 89, Proyecto • 4, 5, 61, 81, 87, 90

• 62, 79, 87 • 22, 31, 86, Proyecto • 13, 21, 22, 23, 39, 42,

82 • 23, 63, Proyecto

LANGUAGE SKILLS


RESOURCE MATERIAL

Listening Reading

• Interpret a classmate’s answers. • Understand a partner’s clues in order to

exchange information. • Demonstrate an understanding of an audio

recording. • Understand a personal reflection or survey. • Use the context in order to complete a text. • Understand a descriptive, informative, or

explanatory passage along with its images. • Interpret a picture story. • Understand the main idea of text and

synthesize it into a title.

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• 19, 36, 56, 72, Proyecto • 23, 51, • 2, 12, 17, 21, 26, 29,

30, 34, 39, 49, 61, 64, 70, 78, 81, 85

• 21, 30, 50 • 18, 67, 69, 79, R4 • 20, 23, Proyecto • 6, 7, 20, 25, 32, 38, 43,

44, 48, 50, 57, 63, 8, 72, 88, 92, 94

• 94

LANGUAGE SKILLS


RESOURCE MATERIAL

Culture • Learn about the leader in a bicycle. • Describe the use of hygiene products in

Spanish-speaking countries. • Hábitos de higiene • Compare community schedules in Spanish-

speaking countries with those in the United States.

• Identify and understand the Arabic, influence in Spain.

• La Alhambra • El sur: la herencía árabe • Identify cubism as an art style • Understand the uses and history of the

Hostal de los Reyes Católicos. • Use artwork to understand the happenings

of a specific time period. • Madrid, España: paraiso de pintores • El Guernica, de Pablo Picasso • Reflect on the idea of beauty in other time

periods and in different cultures. • En la Plaza Mayor

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• 9 • 32, 63, 75, Proyecto • 37, 88 • 28, 91, 92 • 20 • 47, 51, 57 • 80, 91, 92, 93, 94, 95 • 51, 71, 80 • 89, 90

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